BUS1004 : Understanding Business Growth
- Offered for Year: 2019/20
- Module Leader(s): Dr Andreas Giazitzoglu
- Other Staff: Ms Nicole El Maalouf
- Owning School: Newcastle University Business School
- Teaching Location: Newcastle City Campus
Semester 1 Credit Value:
Semester 2 Credit Value:
Management and marketing is typically practiced so business growth and enterprise can occur. This module introduces students to business growth and entrepreneurship. It considers how marketing and management theories and practices relate to business growth. It does this by addressing, through lectures, a number of key social-scientific questions linked to business growth, of relevance to future marketers and managers, which students engage with at the level of assessment. Specifically, key questions taught are:
1) what is business growth and how do we measure it?
2) what sort of people are associated with business growth and entrepreneurship, and is business growth an over-hyped phenomenon we should be wary of?
3) are entrepreneurs born or made?
4) How do the principles of legitimate/moral and illegitimate/immoral business growth relate to each other?
5) How should managers and marketers respond when their business growth is threatened?
6) How does creative marketing and management practices and principles relate to business growth? 7) How can – and should – we condition and socialize employees to produce business growth?
8) To what extent are we impaired, as managers and marketers, when trying to acquire business growth by definition of working with humans who are flawed?
9) How does one’s gender, class and other aspects of their identity relate to their experiences of business growth; and how can identity be better engaged with by managers and marketers seeking enterprise?
10) To what extent can social policies help enterprises, and those who manage and market them, grow?
Students will choose two of these ten questions and focus on them in detail, appropriate for the level of study, in the form of an exam (semester one) and a written assessment (semester 2). Several workshops are provided, so students can prepare and formulate their assessments while taking advice and feedback from Dr Andreas Giazitzoglu (module leader) and, when possible, other members of the marking team.
This module is defined by research-led teaching, with many topics being looked at in relation to Andreas Giazitzoglu’s peer-reviewed work published in leading academic journals.
Outline Of Syllabus
Week 1: Introduction: what is this module about, how will you be taught and how will you be assessed?
Week 2: a) the concept of business growth: definitions, measurements and polemics; b) the entrepreneurial personality?
Week 3: the nature/nurture debate and its relationship to entrepreneurs: are entrepreneurs born or made?
Week 4: illegitimate and legitimate business growth: similarities and differences.
Week 5: Threats to business growth: responses and remedies.
Week 6: How important is creativity to business growth?
Week 7: guest speaker (1)
Week 8: feedback workshop 1 (p)
Week 9: feedback workshop 2 (p)
week 10: feedback workshop 3 (p)
Week 1: Introduction to semester 2
Week 2: Organisational socialisation and the pursuit of business growth: principles and dilemmas
Week 3: Human dynamics and their links to business growth
Week 4: Identity, hegemony and business growth: is business growth really just for white, middle-class men?
Week 5: Enterprise policies and entrepreneurship
Week 6: Guest speaker (2)
Week 7: feedback workshop 1 (p)
Week 8: feedback workshop 2 (p)
Week 9: feedback workshop 3 (p)
p - practical
|Guided Independent Study||Assessment preparation and completion||1||60:00||60:00||N/A|
|Scheduled Learning And Teaching Activities||Lecture||13||2:00||26:00||N/A|
|Guided Independent Study||Directed research and reading||1||50:00||50:00||N/A|
|Scheduled Learning And Teaching Activities||Drop-in/surgery||6||2:00||12:00||These are drop in workshops and are not SGT|
|Guided Independent Study||Independent study||1||52:00||52:00||N/A|
Teaching Rationale And Relationship
Students are taught through 13 x 2 hour lectures, throughout semesters one and two. Each lecture either 1) addresses a key question, 2) gives students feedback on how to consider a key question within the assessment process, 3) benefits from a guest speaker who has practiced business growth and who talks to students about their experiences of the business growth process. Two group teaching sessions also occur, at the end of semester 1 and end of semester 2.
Information required for learning outcomes to be realized is presented in lectures. By engaging with suggested reading lists, students can further enhance their learning experience, and performance in their assignment.
Blackboard Learning Environment:
Lecture notes are uploaded onto Blackboard on a weekly basis. Dr Giazitzoglu sends an e-mail to the cohort of students weekly or bi-weekly to help navigate and prepare students. (You can access Blackboard at http://blackboard.ncl.ac.uk).
Lectures are recapped, so students can listen to lecture audio as required.
The format of resits will be determined by the Board of Examiners
|Written exercise||2||M||70||2000 words|
|Written exercise||1||M||Three Practical sessions (that are called feedback workshops)in which students can get information about their exam plans.|
|Written exercise||2||M||Three Practical sessions (that are called feedback workshops)in which students can get information about their exam plans.|
Assessment Rationale And Relationship
Students will choose one of the key questions taught in semester one, and focus on that question in an exam (in January), which will count for 30% of their performance in the module. Students will then focus on a key question taught in semester 2, and demonstrate their understanding of that topic in the form of a written essay, around 2,000 words in length, which constitutes 70% of their final grade (at the end of the academic year). A list of questions will be presented, for students to select a question from. The large number of questions taught means all students should find at least two topics that interest them, and which they can investigate for their assessment. Verbal feedback is interwoven into the module throughout the year, so individual students can get detailed feedback on their approach to assessment. Written Feedback is also provided on the final assessment.